Abstract
The professional role of a school principal encompasses various tasks, including administrative, legal, strategic, financial, and managerial responsibilities in the education sector. The intricate nature of their work exposes principals to increasing stress, leading to burnout. This qualitative study with 15 principals aims to identify key factors contributing to burnout and explore mitigation strategies. Findings highlight administrative, legal, and accounting tasks, as well as hiring responsibilities, as major stressors. Interpersonal relationships with teachers and parents also play a role in burnout. Common coping methods mentioned by participants include spending time with loved ones and engaging in stress management education. Additionally, the study underscores the importance of developing comprehensive support systems within the school environment to alleviate the burden on principals. The study serves as a foundation for future research on principal stress in educational settings and as material for professional development on burnout in primary schools. By addressing the highlighted stressors, educational leaders can work towards creating a more sustainable and supportive work environment, thereby reducing the risk of burnout among principals.
Introduction
The role of principals in schools
Contemporary society expects schools to foster the development of students knowledge, skills, and competencies, enabling their productive integration into the social community. The main responsibility for the quality of school work rests with principals, who play a key role in initiating school development processes. Principals effectiveness in initiating changes predicts the school success (Magaš & Tatalović Vorkapić, 2012). Given societal changes, the principals role as a key leader and organizer for innovation and overall educational system quality remains indispensable (Blažević, 2014).
Changes in society require a new approach to pedagogical and didactic school management; the quality of school life will increasingly depend on the managerial competencies of the principal needed for successful pedagogical and administrative leadership (Buhač, 2017). Principals hold a unique and responsible role in education, requiring communication and collaboration with students, parents, teachers, and higher authorities of local government, self-government units, and the Ministry or Government. This inherently implies the need for constant engagement and a deep understanding of all the issues in an extremely dynamic and complex environment such as a school and the educational system as a whole (Kvesić, ZenićSekulić, & Kvesić, 2010). The life within a school is shaped by the way the school is led by the principal. The principal is an educator who is entrusted with the responsibility and professional duty to be the leader of the educational institution, as well as the responsibility for everything related to the functioning of the school to achieve educational outcomes (Riawan, 2023).
Research highlights competencies for successful principals, emphasizing decision-making expertise, autonomy, continuous skill improvement, collaboration and creative problem-solving. The concept of professional school leaders addresses the challenges of 21st century education that includes developmental and technological demands of students, so principals must encourage the integration of technology into teaching. The 21st-century principal profile includes intellectual curiosity, adept data analysis for educational goal planning, and leadership in creating support structures. Autonomy is crucial for aligning actions with school and educational needs (OECD, 2020).
Exploring the role of elementary school principals
Kumari's research (2023) refers that principals systematically oversee the educational process of teachers and ensure instructional materials and aids that enhance the teaching process. A highlight of this research is that principals have recognized the importance of building collaborative relationships with teachers to promote the quality of the teaching process. It is desirable for principals to be promoters and facilitators of effective teaching and thus build a school culture in which students and teachers have the opportunity to realize their full potential. Afzal, Naz, and Khan (2023) highlight emotional intelligence's role in school leadership, improving understanding of emotions, communication, and addressing challenges for job satisfaction. These findings align with psychological insights, emphasizing empathy and emotion regulation as predictors of effective school functioning, boosting principals self-efficacy and motivation. Mbangula and Albert's (2022) research reveals teachers view principals as highly effective in enhancing their school community and the educational system. Garris (2020) concludes current principal preparation programs inadequately prepare for evolving responsibilities, emphasizing the need for more effective training, particularly for novice principals, through experiential learning and clear guidance.
Professional stress and burnout among elementary school principals
Professional stress is becoming increasingly prevalent in various professions and has an impact on all areas of an individuals life. Decades of research on stress have provided numerous definitions that have not significantly changed, but today, there is a growing need to address professional burnout as a consequence of prolonged professional stress. The concept of professional burnout was first introduced by the author Freudenberger (1974), who described it as a state of mental and physical exhaustion due to the effects of professional stress. Furthermore, Maslach, Jackson, and Leiter (1996), Maslach and Leiter (2016) point out that professional burnout is manifested through emotional exhaustion, depersonalization, and reduced personal accomplishment - regardless of the profession. Maslach and Leiter (2016) conclude, based on their research, that the causes of professional burnout can be categorized into several areas: workload, lack of control, inadequate recognition, absence of rewards, interpersonal relationships, fairness, ideals, and motivation. The consequences of professional stress and burnout can be classified as either long-term or short-term, depending on the duration of exposure to stress. The Croatian Institute for Health and Safety at Work (2016) highlights that professional stress is the second most commonly reported health problem related to the workplace in Europe. Furthermore, researchers indicate that 50–60% of unproductive workdays are a result of work-related stress, while 50% of workers report that stress is a daily presence in their workplace. Professional stress is one of the significant phenomena in schools worldwide. It is well known that teaching professions are quite stressful, but very few scientific studies have focused on principals. However, by analyzing previous research conducted to examine the professional stress of principals, it can be concluded that burnout among principals is becoming more common, with the assumption that it will continue to increase (Boyland, 2011; Poirel & Yvon, 2014). Research has shown that principals are exposed to various stressors, such as administrative overload, criticism from various experts or authorities, such as ministries, local founders, parents, and the broader public, reduced financial resources, a sense of overwhelming responsibility, and dealing with problematic students and dissatisfied teachers (Ling et al., 2022; Ulfiah, Nurannisa, & Firdausi, 2022). Research indicates that principals encounter challenges related to compliance with organizational rules, high expectations, demanding workload, task overload, time pressure, ambiguity in their role, lack of recognition, reduced autonomy, and challenging relationships with parents and public criticism (Ling et al., 2022; Queen & Queen, 2005; Tomic & Tomic, 2008). It's crucial to note that when principals can't effectively perform due to stress, it negatively impacts school operations and the educational process. Therefore, addressing principal stress is vital to reduce its impact and enhance their work quality in the educational system. Marchand, Blanc, and Beauregard (2018) found no statistically significant age difference in their research. Still, they point out that female principals more frequently experience professional burnout than male principals, with a focus on emotional exhaustion. Research also shows that principals with a high sense of self-efficacy are more successful in overcoming professional stress (Federici & Skaalvik, 2012). They also achieve their professional goals and show greater dedication to their work (Tomic & Tomic, 2008). They tend to be more persistent and adaptable when facing various challenges in schools, experiencing less anxiety and frustration. Additionally, such principals are usually more engaged in their work and more open to changes (Federici & Skaalvik, 2011, 2012). The sense of self-efficacy and self-perception can be crucial for successful school management and preventing issues such as stress and burnout. Poirel and Yvon (2014) conclude, through their research, that principals often experience feelings of anger and anxiety in their workplace. The reasons for anger often include frequent and unexpected interruptions to their usual activities due to the appearance of unexpected but urgent business obligations. Moreover, excessive and unjustified criticism by staff of decisions that principals often have to make quickly and based on incomplete and limited information often leads to concern and anger. Furthermore, principals often blame themselves when they are aware that they have made poor decisions, which also contributes to the feeling of anger but also burnout. Emotions that principals experience at work play a crucial role in school management. According to Bailey (2007, as cited in Poirel & Yvon, 2014), most principals consider understanding and managing their emotions extremely important for successful school leadership. Principals often face challenges in regulating their emotions, including anger and anxiety at work. In order to adhere to established emotional rules and maintain a positive school climate, principals often resort to emotional inhibition and not expressing their emotions (Poirel & Yvon, 2014). Continuous emotional suppression can have negative effects on the health of principals. On the other hand, emotional regulation strategies, such as reappraisal or redirecting attention, can contribute to the psychological well-being of principals and improve the quality of their relationships with other staff and the school's effectiveness (Poirel & Yvon, 2014). Maxwell and Riley (2016) also investigated the relationship between principals and high emotional demands at work and the association with emotional effort. They concluded that such tasks often lead to emotional exhaustion, job dissatisfaction, and reduced work efficiency. Furthermore, Poirel and Yvon (2014) demonstrate, through their research, that principals often cite emotional demands and emotional effort as the main sources of stress in their workplace. Given all the above conclusions, it is important to understand the complex nature of the principals role and consider strategies for effectively managing stress and burnout among principals in the educational system. An overview of the relevant literature on the role of principals in the educational system and the most significant sources of stress that lead to professional burnout can be summarized using a Table 1.
A brief review of the literature
| The role of principals in schools | Sources of stress at work |
| Communication and cooperation with students, parents and other employees of the school | Administrative overload |
| Supervising the educational work of teachers | Criticism of parents, founders or the Ministry |
| Provision of teaching materials and aids | Reduced financial resources |
| Improvement of the school community and the educational system | Feeling of too much responsibility |
| Dealing with problematic students, demanding parents and disgruntled teachers |
Research methodology
Target of research
The target of this study is to identify the most significant factors of job burnout among principals working in elementary schools and their methods for mitigating professional burnout. In line with this target, the following specific research questions have been formulated:
What area of a principal's work is the most significant source of stress?
What methods and tools do principals use to alleviate professional burnout?
How does the level of professional stress reflect on their work?
Participants
This empirical research includes a convenience sample of 15 elementary school principals in the City of Zagreb, Croatia, aged 38 to 53. Among them, 11 are female, and 4 are male. Nine principals oversee schools with 250–300 students, while six manage schools with 300–400 students. Work experience as a principal varies, with 6 having 4 years, 3 with 6 years, and the remaining 6 with 7–9 years. Purposive sampling was employed to ensure a homogeneous sample, considering criteria such as a minimum of 3 years' experience as a principal and schools with a minimum of 300 students. Participant selection aimed for data saturation following Kvale and Brinkmann's (2014) guidelines.
Method and procedure
In this qualitative research, the data collection method used was a semi-structured interview, designed and conducted according to the guidelines provided by Jacob and Furgerson (2012) and Ajduković (2014). The interviews took place between September 30, 2023, and October 10, 2023. Each interview required interviewer preparation, informing the participants about the researchers and their competencies, the purpose and goals of the research, ensuring their anonymity, and the option to withdraw from the study at any time. The interviews were conducted individually with each participant, during which their responses were recorded. The researchers conducted face-to-face interviews, which lasted on average 10–15 min. Each interview was recorded with a voice recorder with the participants' prior consent. After the interviews were transcribed, data analysis was conducted according to the selected phenomenological approach. While analyzing the transcribed interviews, the interviewer recorded codes. To ensure the credibility of the analysis, the researchers (AM and ZL) independently and manually recorded codes, which were then compared (Thomas, 2003). After comparing these codes, a majority consensus on the codes was reached, from which themes were identified. Based on the collected data, a codebook was developed, and thematic analysis was performed following the phases recommended by Braun and Clarke (2006), with which the researchers reached a consensus. The obtained results were presented in a codebook and described descriptively.
Results and discussion
In addition to identifying the most significant factors of job burnout in principals and methods to alleviate professional burnout, participants were asked about the positive and negative aspects of their jobs to gain a more comprehensive insight into the observed phenomenon. Participants' responses are visible in Table 2.
Participants responses
| Positive aspect | Negative aspect |
| Social status | Administrative tasks |
| Slightly higher salary | Responsibility for the school's financial condition |
| Meeting new people | Maintenance work at the school |
| Lifelong learning | Evaluating the professional work of teachers |
| Business autonomy | Exposure to various stressors |
| Working with young people (students) | Excessive responsibility (finances, safety of all staff and students) |
| Human resource management | |
| Less free time | |
| Office work |
“However much I try, I feel like I haven't devoted enough time to the current issue, and several other work responsibilities are already waiting for me on my desk.” (Principal 2).
“I try to schedule my time rationally, but I often feel like I struggle with it. I attempt to create a daily schedule of priority tasks, but something always surprises me, and I end up working on multiple simultaneous assignments.” (Principal 5).
“As a school principal, I feel responsible for the development of future generations. I find this feeling very pleasant. I feel privileged because these students have entrusted themselves to me. It's a significant professional responsibility, but also a duty.” (Principal 9).
“I love my job as a school principal because it's dynamic, focused on developing students' potential, and it contributes to the professional development of teachers. No matter how demanding my work is, I can say that I have a strong sense of belonging to the school I lead.” (Principal 12).
Principals, aware of their professional credibility, remain dedicated to realizing the educational institution's vision and mission. Despite potential stressors, those setting realistic goals contribute significantly to fostering a positive school atmosphere (Hawk & Martin, 2011; Leventis, Papakitsos, Karagiozis, & Argyriou, 2017; Peko & Varga, 2016; Sogunro, 2012; Vican, 2016).
Results were coded into three thematic areas: Administrative Tasks, Interpersonal Relationships, and Methods of Alleviating Professional Stress (Fig. 1). Each theme, supported by participant quotes, will be described in the following sections.
Code tree with associated themes
Citation: Hungarian Educational Research Journal 2025; 10.1556/063.2024.00294
Theme: administrative tasks
Thirteen participants identified administrative tasks as key contributors to professional burnout. Six mentioned general administrative duties, three cited accounting responsibilities, and four focused on staffing-related tasks. These findings align with the broad scope of duties for school principals in Croatia, which include legal, financial, and employee management responsibilities (Zakon o odgoju i obrazovanju u osnovnoj i srednjoj školi, 2020). The TALIS 2018 survey also reported that 85% of Croatian primary school principals experience significant stress due to excessive administrative work, with 64% also citing demands from local and national authorities as major stressors (OECD, 2020). Other studies support these findings, indicating that administrative tasks contribute significantly to principal burnout, affecting their relationships within the school community and with their families (Dencker, 2019; Ling et al., 2022; Mahfouz, 2020; Oplatka, 2017; Spillane & Lee, 2014; Ulfiah, 2022). Participants reported stress symptoms such as reduced concentration, anxiety, tension, and lower tolerance towards colleagues.
“…I often feel like my office is suffocating me. My shoulders are tense, and sometimes I feel like I'm running out of air. These conditions typically manifest when I'm swamped with paperwork, meetings, or pressured by daily deadlines.” (Principal 15).
“When I feel immense stress, for example, due to administrative tasks, I notice that I can't focus on work tasks during the day. Such types of work usually involve hours of office work. These tasks usually distance me from the real life of the school. I feel like I'm missing out on many things.” (Principal 5).
“…The stress related to the accounting area of work limits my communication with colleagues; I feel I have less patience. I believe that if I had fewer administrative and accounting tasks, I could communicate more effectively with colleagues.” (Principal 7).
“On days when I conduct classroom inspections or submit financial reports to the Ministry of Science and Education, I am overwhelmed by restlessness and anxiety. I consider myself experienced as a principal, but still, that unpleasant feeling takes control of my body and mind.” … “I experience great stress and tension when it's time to hire new staff, especially teachers. I'm aware of my responsibility in selecting candidates. Nowadays, it's extremely difficult to find subject-specific teachers in STEM fields. Typically, such professionals are employed in other industries where they enjoy significantly better financial benefits.” (Principal 8).
Recent research consistently highlights the negative impact of professional stress on principals' health and well-being (Alasomuka, 2019; Ling et al., 2022; Mahfouz, 2020; Oplatka, 2017; Queen, 2005; Ulfiah, 2022). This global issue necessitates an interdisciplinary approach, involving collaboration between educational, rehabilitation, and healthcare institutions. Principals play a key role in fostering lifelong learning, and identifying stress indicators is crucial for timely interventions.
Administrative tasks, particularly in human resource management, are significant stressors. Staničić (2005) notes that managing human resources involves long-term planning, staff selection, and motivation. Bahtijarević-Šiber (1999) stresses the importance of a quality workforce and continuous professional development. As schools gain autonomy, principals' responsibility for selecting competent staff increases, emphasizing the need for proper training (Staničić, 2006). The Croatian education system faces a shortage of STEM teachers, often forcing principals to hire non-specialists. This shortage hinders the development of a knowledge-based society. Educational policies should align training with labor market needs, making STEM teaching roles more attractive and financially rewarding. Strategic investments in education are essential for future economic and social development.
Topic: interpersonal relationships
Interpersonal relationships in the work environment, as stated by principals, significantly contribute to professional burnout. This is unsurprising given the systematic communication required with school staff and parents. Communication challenges, especially with demanding parents, are identified as a major stress source, emphasizing the importance of remaining calm, proactive, and practicing mediation skills. This approach fosters non-violent conflict resolution, assertive communication, and a professional, healthy response to ongoing issues with clear boundaries and a focus on lifelong learning (Anderson, 2007).
“A constant feeling of being monitored by other school staff creates tension and nervousness in me. I often think about how other employees perceive me. I am aware that nobody likes to be supervised, but such activities stem from my job responsibilities mandated by the law.” (Principal 11).
“When I have conflicts with coworkers, I often bring that tension and unpleasant emotions into my family. Usually, these are not personal conflicts but are the result of poor communication. Such situations negatively impact my daily professional duties, and I become ineffective. In such situations, I'm in a bad mood, and my family rightfully points that out.” (Principal 14).
“Conflicts with teachers often complicate the already demanding role of a principal. I strive to communicate assertively with teachers, but sometimes it's genuinely not possible. In conflicts, I try to see the problem from both sides and seek a mediator to intervene in such situations. I'm aware of how positive relationships contribute to the overall school atmosphere.” (Principal 13).
Other empirical research (Aburkayek, 2022; Aravena & González, 2021; López Meneses, Leiva Olivencia, & Vázquez Cano, 2017) also highlights damaged relationships between principals, teachers, and parents as contributors to professional burnout. These findings align with contemporary pedagogical views, emphasizing the link between school goals and the quality of social relationships among stakeholders. Petro and Gega (2023) stress the importance of well-being and partnership between principals and teachers, noting the socio-emotional support and collaborative achievement of educational outcomes that such relationships foster.
Positive principal-teacher relationships are crucial in preventing burnout. Principals must address disruptive factors and enhance communication, especially for new principals. As school representatives, they play a key role in fostering a culture of respectful dialogue. Social support from superiors and colleagues is vital for increasing motivation, job satisfaction, and reducing stress (Bhanthumnavin, 2003; Kahn, Schneider, Jenkins-Henkelman, & Moyle, 2006). Studies underscore the importance of developing professional and respectful relationships in schools, where an atmosphere of tolerance, trust, and solidarity contributes to a sense of belonging (De Nobile & McCormick, 2007; Kelchtermans, 2017; Pas, Bradshaw, & Harshfeld, 2012).
Topic: methods for mitigating professional stress
“After a hard day, what relaxes me the most is spending time with my family. My family is a significant source of support, encouragement, and understanding. When I'm in stressful situations, I think about how my wife and children will make me happy and relaxed. They truly help me a lot.” (Principal 11).
“I relieve work-related stress by spending time walking and talking with my best friend. I always feel better and more prepared for new work challenges afterward. My friend always listens carefully and often provides me with professional advice as we have similar professional backgrounds. In stressful situations, I am very grateful to have him.” (Principal 14).
“The education sessions on stress relaxation in the workplace are of great help in my professional work. When I see how much they help me, I try to motivate the teachers in my school to use such education or try to bring in an expert in the field to facilitate daily work for the teachers.” (Principal 3).
Numerous studies emphasize the importance of managing and mitigating professional stress among principals. Ulfiah, Nurannisa, and Firdausi (2023) suggest that principals can reduce stress by delegating administrative tasks, seeking advice from other principals, and fostering a sense of community among students. Wells and Klocko (2015) highlight relaxation and meditation techniques as effective stress-coping strategies, while Grissom, Loeb, and Mitani (2016) emphasize the importance of time management in reducing stress. For new principals, a professional mentoring program is recommended to help develop the necessary skills and competencies (Alsbury & Hackmann, 2006; James-Ward, 2013; Lochmiller, 2014; Oplatka & Lapidot, 2018; Simieou, Decman, Grigsby, & Schumacher, 2010). Krzemienski (2012) stresses the benefits of physical exercise, proper nutrition, and self-reflection for stress relief, while acknowledging these methods address individual stress feelings rather than eliminating stressors. Oplatka (2018) also highlights the need to educate future principals on the impact of workloads on well-being and the importance of balancing professional and personal life. Adopting stress mitigation techniques can enhance principals' effectiveness, promote positive relationships, and create a healthier work environment.
Conclusion
Recent literature highlights the complex nature of the principal's role in education, covering administrative, legal, organizational, and financial responsibilities. With increasing societal expectations, principals face a higher risk of burnout. Despite limited research on the topic, our study aimed to identify primary burnout factors among primary school principals and explore coping strategies. Participants, generally comfortable at work, identified administrative, legal, accounting tasks, interpersonal relationships (especially with teachers and parents) and new staff employment as major stressors. The results of the research show that the participants stated that when they are under stress in their work, they notice reduced concentration and motivation, feelings of anxiety, tension, and sometimes panic, as well as a lower tolerance threshold towards colleagues in the work environment. In accordance with the scientific literature and the results of this research, assertive communication, engaging in physical activities, hanging out with friends, relaxation exercises, separating work and leisure time, healthy nutrition and quality sleep are the most important factors in preventing burnout at work. The scientific contribution of this work is reflected in the theoretical analysis of the relevant literature and the provision of new scientific interpretations that enable a better understanding of the phenomenon of professional burnout (principals) at work.
Practical implications
This research provides valuable insights for education stakeholders, stressing the need to identify principal burnout factors and implement stress coping techniques. The findings can inform professional development programs targeting burnout factors and stress mitigation methods, recognizing principals' impact on the overall school environment and the importance of addressing burnout for successful educational outcomes.
Limitations and suggestions for future research
Acknowledging qualitative research limitations, generalizability is restricted due to sample characteristics. Future studies should use diverse data collection methods beyond participant statements. Exclusive focus on urban school principals limits the study; exploring burnout factors in secondary schools and rural settings is needed for comparative analysis. Longitudinal research is justified to comprehensively identify factors mediating principal burnout over time.
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